Our Virtual Homework Club offers individual tutoring from 10 a.m. to 6 p.m. We serve between 50 to 70 elementary and middle-school students, as well a number of high school students. All tutoring is offered via Zoom and scheduled to meet the needs of our students. We also provide a daily enrichment/hangout call each day from 3 to 4 p.m. and encourage children to excel through our Peter Peso rewards program. Prizes include: Hiking Adventure with Mr. Mike, Movie Night provided by MDOC (movie rental, popcorn, candy etc.), Campfire/S’mores Night, Manicure with Ms. Chantel, Karaoke with Staff, or Science Experiment Extravaganza with Ms. Jackie.

We are in regular contact with all of our students’ teachers and invite parents to reach out to us via email, Zoom, telephone call or text. Parents are struggling with the new normal. “I honestly can’t think of a single parent who hasn’t said they are exhausted,” says Education Director Michael Morris. “It’s put a lot of pressure, especially in homes that feel crowded, to have everyone trying to find a quiet place where they can work and be left alone.”

Stress reduction and self-care are top priorities for everyone. “Most parents are worried that even if the grades are OK, they feel their kids are stressed out/mental unhealthy,” says Morris. “Being stuck in the house all of the time coupled with all of the stress of current events is really weighing on the minds and hearts of our kids.”

Fortunately, our youth are quite resilient. “Most students are pulling it together through a group effort of themselves, their families, MDOC staff, and teachers who care,” Morris says. “There is a lot going on but it feels good to get everyone pulling in the same direction. We’ve had several students who were struggling to turn in work in a timely manner but after weeks of talking with parents, daily meetings on Google classroom, and coordinating with teachers, we’re now seeing those students excel!”

Students throughout the Ethel R. Lawrence Homes community have been struggling with technology and remote learning since the start of the COVID-19 pandemic. Nearly every day, the staff at the Margaret Donnelly O’Connor Education Center deal with spotty WiFi connections, Chromebooks or phones dying, and the difficulties of using one platform to connect with multiple students. The Education Center has loaned out Chromebooks and chargers, offered a place for free printing and scanning, and held virtual workshops to help parents and students better navigate their Google Classrooms.

But despite everyone’s best efforts—including dedicated teachers who email and set aside time for extra Zoom calls, parents who are in constant communication with the Education Center staff, and students who show up to all their tutoring sessions—our children remain at risk of falling behind.

The story of 11-year-old Asir illustrates the challenges young people face today and what can be done to help.

Before the COVID-19 pandemic hit, Asir had been an excellent student. His teachers praised his focus, hard work, and insightful comments in class. But when Asir’s school shifted to remote learning, things changed for this 6th grader. He was often absent from class, had stopped completing assignments, and was even in danger of failing.

Working with Asir’s wonderful 6th grade teachers and his family, the staff at the Education Center investigated what was happening. It turns out this 11-year-old boy was struggling with the responsibility of keeping his own schedule alone at home, while his mom, an essential worker/CVS pharmacy supervisor, was at work. We set up a daily tutoring session, to help keep Asir on task, and soon his grades were back up to A’s and B’s.

“Homework club never let me give an excuse for missing work,” Asir says.

Kaitlyn DeVeydt, Asir’s primary tutor, praised her student’s grit and talent. “Asir has made a complete 180. He is bright, imaginative and an excellent writer.”

His teacher, Krista Wallace, said the Homework Club was integral to Asir’s success. “The Margaret Donnelly O’Connor Education Center does a fantastic job in reaching out to the schools to build a partnership to assist students with their daily studies. They have been an asset in helping Asir stay on track with assignments both in and out of school.”

Jasmine Craig, his mom, also expressed gratitude for the help. “Asir is amazing and very smart! He just needs that extra push sometimes. So thank you for being that extra push and keeping him on track. You took a load off my shoulders and I truly appreciate it.”

Asir is living proof not only of the challenges students are facing, but also of the resiliency and strength that come from having extra support like the Homework Club.

Without the help of his family (particularly his wonderful mother), his teachers at Hartford, and the staff at the Education Center, Asir would’ve been climbing an upward battle alone. But that’s the beauty of a place like Ethel R Lawrence Homes, even in the toughest of times, you are never truly alone. You have a community that’s cheering for you, that believes in you and wants you to succeed.

Chantel Young, Associate Director of Education and Social Services, said it best: “The pandemic has forced us all to completely re-evaluate and re-build, but that’s also when blessings come and the fun begins.”

Greetings from Virtual Margaret Donnelly O’Connor Education Center Afterschool Program! The new school year has started for students and it definitely feels much different than years past. While most students have made the transition from school to fully remote learning fairly easily (having been fully online at the start of the pandemic), this new year has not been without its challenges.

Nearly half of our enrolled students are attending school via the hybrid model, which is a first for them. Hybrid includes a combination of in-school and online instruction with asynchronous learning. For many of our students, the learning curve has been steep. Hybrid learning expects students to be incredibly independent and efficient to successfully manage their school days. Students as young as seven years-old are routinely asked to remember class cohorts, in-school schedules versus remote learning schedules, and due dates for asynchronous assignments, all while still adjusting to new dynamics at home.

I spoke to one parent recently who admitted that the struggle to balance her job responsibilities with the needs of her two daughters (ages seven and nine) during the school day was affecting her own mental health and productivity. She stated that her only wish was that her girls could be more structured and independent, so she could get some work done. The truth is that she is not alone. Out of that conversation, a simple idea was born that will benefit and support all of our families. If our students need to be more independent and structured, why don’t we show them how? Sometimes, it’s the smallest changes that make the biggest difference.

Currently, we are teaching these young girls how to use daily/monthly calendars. One of our JVs (Ms. Jackie) made huge wall calendars that the girls decorated (which they loved) and labeled themselves. We had a 45-minute educational session on the importance of keeping a schedule and reviewed each of their current class schedules. The girls are responsible for writing out their schedules everyday and we will provide all of the materials for them to so, free of charge. We will also begin training all of the students that we tutor with this critical organizational skill.

Another challenge we uncovered is our students are struggling to find a designated study space in their homes. Oftentimes, tutoring sessions are interrupted by the voices of family members or the pressing demands of a younger sibling. I’ve even had one determined student complete our reading session from a mobile phone while sitting in her dad’s car. While I was completely blown away by this student’s dedication (she’s 8), no student should ever have to work this hard to find space for education. To help, we’ll soon be providing noise-cancelling headphones to all enrolled students to literally drown out the noise and make it easier for students to focus. I’m also hoping to expand this by creating a “portable desk,” which will include a lap desk, mouse, and supply bag.

We’re also continuing our focus on self-care, providing virtual small group activities and individual wellness interventions when necessary to help students manage stress and reduce feelings of isolation. The pandemic may have caused the traditional afterschool program to have changed, but our commitment to our students and families will always remain the same.

Our biggest take away from this pandemic is that we are all stronger together. It’s more important now than ever to keep pushing forward and advocating for ourselves, our families, and our kids. Working together, we are capable of overcoming the hardship, the heartbreak, and the oppression that many of us face in our daily lives because of the pandemic.

Being an educator in today’s world means facing challenges that I never anticipated when I first started out working with kids. In an afterschool setting, these challenges are even more pronounced as many of our extracurricular activities are also restricted. Here at the Margaret Donnelly O’Connor Education Center we are approaching all of these challenges one day at a time.

Online schooling definitely takes its toll, but in response we’ve increased our online presence with video hangouts, one-on-one tutoring, and correspondence with teachers and parents every day all in an effort to better support our families. We have also expanded our Peter Peso rewards program and are have an ever increasing selection of fun prizes and experiences to help encourage our kids in these trying times.

We’re anxiously awaiting the completion of our new Education and Recreation building and are very excited for all the new programing opportunities this new space will afford us. In addition to gaining two new state-of-the art classrooms, we’ll also have access to a playground, a large covered seating area, and two full-sized basketball courts. We’re looking forward to using this outdoor space to safely continue working with our kids and their families until the Covid-19 pandemic has retreated enough for us to begin indoor work once more.

We will always continue to work for the betterment of our families, even when that means reconfiguring our entire program. Our work, and the children’s work, is exhausting but we’re all very hopeful of the future.

After spending last year performing in plays in Chicago and working at a startup, I felt like something was missing. While I was creating art that I loved, my work wasn’t grounded in social justice. I felt like I had lost that guiding focus. So, I decided to pivot. I applied to JVC so I could work directly with vulnerable populations and see if I might want a career in social services. I also wanted to immerse myself as fully as possible in the lived experience of marginalized people, to form relationships with people from different walks of life, and to hear their stories. I wanted to be “ruined for life” so that I never lose social justice as my primary motivation again.

While I am very sad to be away from my family during this time, the COVID-19 pandemic and the Black Lives Matter movement further rooted me in my decision to do JVC. With so many people out of work, isolated, and in desperate need from the pandemic and then with the stark reminder that Black and Brown people must live in constant fear for their lives, I knew I needed to do something active to address those issues. Working at Northgate II is a fantastic opportunity to spend my days with people who are both most at risk of being harmed by the pandemic and have also lived long lives impeded by racism. They are also people with incredible stories to share and wisdom to give.

The seniors at Northgate II have been incredibly welcoming and generous with their patience as I get settled here in the office. I’ve learned that they are exceptionally resilient, but they are also tired. They are tired of having to stay apart from one another and from their families and are anxious to return to normal activities. My primary role with social services is to address this social isolation as an impediment to health. While this is quite the challenge in the time of social distancing, we have begun some small, separate, and masked activities such as Bingo and Arts and Crafts. It has been an honor to share in their joy! I also have the opportunity to form individual relationships with residents through social service coordination, when I work alongside them to connect them to the support they deserve. I’m learning so much from my coworkers and the residents and am looking forward to a year filled with growth, support, creativity, and lots of stories!

The Margaret Donnelly O’Connor Education Center is going digital! We’ve officially begun our eight-week implementation process with Apricot 360, a comprehensive database that will allow us to track the needs and progress of our students and residents so that we can create better programming to best suit the needs of our community, including seniors, differently-abled residents, and, of course, our children and their families.

We’re hoping to develop a better understanding of the diverse cultures housed in Ethel R. Lawrence Homes, the academic and professional achievements and goals of our students and residents, and the unique needs and wants of our community and its members.

We believe that supportive services are what set Fair Share Housing Development apart from other affordable housing organizations. With our new Education and Wellness Center almost complete, we’re hoping to expand our services – both in who we serve and what we offer. Something like Yoga classes or Zumba lessons or a Basketball League are all within the realm of possibility now, but we want to know the cultural needs and interests of our community to offer the most comprehensive programming.

This data will allow us to get a clearer picture of what the community wants and needs for our expanding wellness program. We look forward to offering services beyond academic support and working more intimately with our seniors, families with children, and differently-abled residents. The Margaret Donnelly O’Connor Education & Wellness Center is for the whole community so we’d like to build the programming together.

September 15th marked the start of Latinx Heritage Month and this year the Margaret Donnelly O’Connor Education Center decided to host its first annual Latinx Heritage Celebration Event! On October 1st from 6:30 p.m. to 9 p.m., the open field behind the Education trailer was lit up with string lights, brightly-colored pumpkins, sugar skulls, and delicious smelling treats from all over Latin America.

A special thanks to the amazing moms who helped make this event so special: Jackie Crespo, Deitra Chamberlain, and Yasmin Oree. We could not have had a successful socially distant event without you!

The evening commenced with a musical performance by Ali Richardson (who performed at the Black History Month Celebration) and Autumn Zellers. They dazzled guests with Selena covers, a song from Coco, and traditional music selections from Colombia, Mexico, and Cuba.

Guests enjoyed Mexican rice, sweet plantains, empanadas, tostones, and churros just to name a few. After the music wrapped up, guests were invited to the side lawn for a movie screening of Coco on a huge 20-foot tall screen. In spite of the pandemic, the Margaret Donnelly O’Connor Education Center was able to safely and brilliantly celebrate the Latinx Community both within the development and in the world as a whole.

The fun didn’t stop there though, Resident Victoria Sims and her son, Jordan Fullman, won a free piñata stuffed full of delicious candy! We look forward to making the Latinx Heritage Celebration an annual event at the Margaret Donnelly O’Connor Education Center and continuing to celebrate our Latinx Community year round.

Since that time, I have been intrigued by the idea of a year of service, and I am grateful to have the chance to complete one at the Margaret Donnelly O’Connor Education Center through JVC. I’ve had a few chances to work with after-school homework clubs in the past and working with young students is always the highlight of my day. Education, especially equal access to it, has long been a passion of mine so the opportunity to work with MDOC and its mission to provide a safe and stimulating environment for the children of Ethel R. Lawrence Homes was something I could not pass up. Though I know this will be a different and challenging school year, I am thoroughly excited to meet the families through varied and fun programming!

Entering a year of service during this pandemic, of course, has not been without its difficulties. Although the thought of travelling across the country to begin a new job in an unfamiliar place all while living with five complete strangers seemed daunting prior to the virus’ outbreak, the pandemic certainly made doing so even more intimidating. Nevertheless, it never crossed my mind to not do JVC. Of course, both my family and I had some reservations, but I am comfortable enough to begin my year at this time in part because of measures that JVC has put in place.

For one, out of an abundance of caution, JVC asked each community to quarantine for 14 days upon arrival to our city of service. Though it was initially disappointing to learn that I would start my time at the Education Center a few days later than previously expected, this mandatory quarantine yielded some surprising benefits. First of all, it has been much easier to get to know my fellow JVs really well through meals, board games and other fun bonding activities that might have been harder or even impossible if we had assumed in-person work responsibilities right away. Meals in particular have been a blessing. Because we couldn’t venture out of our house even to visit the grocery store, former JVs and other members of the Camden and Philadelphia community were generous enough to cook or donate meals for us. This turned out to be a great way to get to know the cuisine of the area and to meet friendly faces we’ll hopefully get to know over the course of the year!

In spite of the extra COVID precautions and the many adjustments that will be necessary, I am looking forward to what I think will be an important year of growth and learning. Though I’m presently focused on getting to know everyone through programming, it is my goal after my year of service at the Education Center to continue to do work related to education—even if not directly with students. Whether this takes the form of working in academic publishing, continuing with another non-profit, or perhaps entering the classroom, I can’t yet be certain. In the meantime, I am so excited to share my own passions for reading, writing, board games, and sports with the Education Center; I am even more excited, though, to learn about the passions and personalities of our students and their families!

I chose to do JVC because of its emphasis on social justice and community. I was initially drawn to Fair Share Housing Development because of its mission to provide low-income families with affordable housing. I also chose to spend my year of service at the Education Center because I enjoy working with children. Throughout high school and college, I built relationships with children while working at summer camps, tutoring programs, and my local hospital’s pediatric unit as a volunteer. Through my Neuroscience major, I learned about the developing brain from birth through adolescence. I am passionate about supporting children’s social and academic needs to ensure healthy brain development, so that they can be successful in the future.

I am currently applying to medical school, with the goal to enroll in the Fall of 2021. Another reason I decided to work at the Education Center was to build on my experience working with children, since I am considering becoming a pediatrician.

Being a JV during a pandemic will be a challenging but rewarding experience. Working virtually to educate and support children will require creativity and patience. I am nervous but also excited to start working and contributing to the Fair Share community. I did not want to back out of the JVC experience in spite of the pandemic, especially because the kids at Fair Share will need more support than ever in their new virtual learning environments.

We want our students to have a safe space in which to process challenging topics, including the Black Lives Matter movement and the trauma of dealing with systemic racism, and how to stay safe in the midst of a deadly pandemic that has claimed a disproportionate number of Black and Brown lives.

Our goal is to help our kids stay on track during an era of remote learning that threatens to dramatically widen the achievement gap between rich and poor students.

OUR KIDS NEED YOUR HELP AS NEVER BEFORE — DONATE TODAY!